Psychology of literacy and literacy instruction. Miller Eds. Hoboken, NJ : Wiley. Slavin, R. Cooperative learning and the cooperative school. Educational Leadership, 45 3 ; PET and the pendulum : Faddism in education and how to stop it.
Phi Delta Kappan, 70, Cooperative learning : Theory, research, and practice 2nd Ed. Design competitions : A proposal for a new federal role in educational research and development.
Educational Researcher, 26 1 , What works? Issues in synthesizing educational program evaluations. Educational Researcher, 37 1 , Comprehensive school reform.
Good et al. Thousand Oaks, CA : Sage. Research on cooperative learning and achievement : What we know, what we need to know. Contemporary Educational Psychology. Cooperative learning in schools. Smelser and Paul B. Baltes Eds. Oxford, England : Pergamon. Effective programs for students at risk. Two million children : Success for All. Thousand Oaks, CA : Corwin. Research in, research out : The role of research in the development and scale-up of Success for All.
Fuhrman, D. Mosher Eds. Mahwah, NJ : Erlbaum. Effects of team assisted individualization on the mathematics achievement of academically handicapped and nonhandicapped students. Journal of Educational Psychology, 76, Bold plans for school restructuring : The New American Schools designs.
Stevens, R. Cooperative integrated reading and composition : Two field experiments. Reading Research Quarterly, 22 , Effects of a cooperative learning approach in reading and writing on academically handicapped and nonhandicapped students.
The Elementary School Journal, 95 3 , Supovitz, J. Wasik, B. Preventing early reading failure with one-to-one tutoring : A review of five programs. Reading Research Quarterly, 28, Webb, N. Group processes in the classroom. Calfee Eds. Robert E. Voir la notice dans le catalogue OpenEdition. Navigation — Plan du site. Plan Cooperative Learning. Other Comprehensive School Reform Models. Building the Research Base for Effective Programs.
Consequences of Evidence-Based Reform. Cooperative Learning 5 The initial focus of the Johns Hopkins research was cooperative learning. Other Comprehensive School Reform Models 15 It is important to note that Success for All is not the only national network of comprehensive school reforms in the U.
Evidence-Based Reform in Education 18 If education is to make significant progress in the 21 st century, it must embrace evidence-based reform. Building the Research Base for Effective Programs 20 Perhaps the most important requirement for evidence-based reform is the development of a substantial set of replicable programs and practices with strong evidence of effectiveness.
Provide experiences that develop both good learning skills and social skills. Research shows cooperative learning helps to produce: Higher achievement. Increased retention. More positive relationships and a wider circle of friends.
Greater intrinsic motivation. Higher self-esteem. Greater social support. CL What Makes Groupwork work. Cooper, R. Cooperative learning programs and multicultural education: Improving intergroup relations. In Salili, F. Improving intergroup relations: Lessons learned from cooperative learning programs. Journal of Social Issues , 55 4 , Cooperative learning: Theory, research, and practice 2 nd Ed.
Stevens, R. Effects of a cooperative learning approach in reading and writing on handicapped and non-handicapped students. On a deeper level, we need cooperative learning because technology is really starting to limit our face-to-face communication.
This can be wonderful and efficient, and it offers so many more opportunities to expose ourselves to new ideas, but it is stunting our ability to have regular conversations and robbing us of all the gifts that come with those interactions. It came as no surprise to me that this was the most frequently mentioned drawback teachers experience with cooperative learning.
And second, the task has not been structured for true collaboration. Solving this problem is not simple or one-dimensional. It will most likely require several different approaches: explicitly teaching collaborative skills, using some type of structure so that roles and procedures are more clearly defined, and setting norms and expectations ahead of time. Explicitly teach collaborative skills. If students are going to do good collaborative work, they need to be explicitly taught collaborative skills.
Use cooperative structures. In my own classroom, I rarely did anything to actually structure group work. I was barely aware that formal structures existed for this type of thing. Since then I have learned that quite a few of these have been developed to provide a framework for collaborative tasks. To implement most of these well, some training or professional development will likely be necessary. Some of the structures that were recommended by teachers are listed here:.
Establish norms and expectations ahead of time. Rather than solve problems only when they come up, many teachers have students create group contracts before starting work. These resources can help you get started with developing contracts:. Personal problems can also arise after group work starts, as students discover personality traits that create irritation or conflict. These kinds of conflicts should not be treated lightly. In a 2-year study , Google interviewed hundreds of its employees to determine what qualities made some teams more successful than others.
They identified 5 key traits, and the one they said was most important was psychological safety. Elementary teacher Erin Gannon used some of the above solutions with a student whose dominant personality and poor impulse control made others ask to not be grouped with her. Gannon worked with the student one on one to practice strategies for giving others more opportunity to lead. She also talked privately with the other group members. It took a lot of work but I would have devoted the same attention to an academic need.
She was an excellent student, very sweet, with great leadership abilities, but that trouble working with others could really have hurt her down the road. I think my other students really needed to better understand the situation and not just shun her.
Empowering them to be part of the solution is pretty powerful. Here are some ways to tackle this problem:. Ideally, all group members will be present for the whole lifespan of a project. But things happen, and the longer the project, the more likely you are to have absent students.
One missed day is usually not a big deal, but if a student misses multiple work days when the group should be actively collaborating, it becomes much harder for that person to make an equal contribution.
Here are some ways teachers have found to work around this issue:. Gillies, R. Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41 3. Theobald, E. Student perception of group dynamics predicts individual performance: Comfort and equity matter. PLOS One, 12 7 : e Come back for more. Join our mailing list and get weekly tips, tools, and inspiration that will make your teaching more effective and fun. Over 50, teachers have already joined—come on in.
Categories: Instruction , Podcast. Tags: cooperative learning. This is all so true. I have had very few successes. VERY few. I teach in a competitive college-prep high school in which the focus on grades WAY outweighs the focus on learning. My biggest issue with group work is the difficulty in being able to defend my grading accurately.
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